Videogame Virtue

Videogame Virtue

Our classic notions of literacy assume uninterrupted contemplation in relative social isolation, a single task at a time. Some have characterized the younger generation as having limited attention spans. But these young people have also developed new competencies at rapidly processing information, forming new connections between separate spheres of knowledge, and filtering a complex field to discern those elements that demand immediate attention. Stone argues that for better or worse, this is the way we are all currently living. Therefore, she claims, we had better design our technologies to accommodate continuous partial attention, and we had better evolve forms of etiquette that allow us to smooth over the social disruptions such behavior can cause.

Contemporary aesthetic choices-the fragmented, MTV-style editing, the dense layering of techno music, the more visually complex pages of some contemporary comic books-reflect consumers’ desires for new forms of perceptual play and their capacity to take in more information at once than previous generations. Think for a moment about the scrawl-the layering of informational windows-in today’s TV news. Like Arcadia’s minigames, there is a trick: any given bit of text is simplified compared to previous news discourse. Such graphical busyness also has an advantage-we can see the interrelationship between stories and pay attention to simultaneous developments. We probably don’t read everything on screen, but we monitor and flit between different media flows.

All of this brings us back to games like Arcadia. Much as earlier civilizations used play to sharpen their hunting skills, we use computer games to exercise and enhance our information processing capabilities. Researchers at the University of Rochester found that kids who regularly play intense video games show better perceptual and cognitive skills than those who do not. It isn’t just that people who had quick eyes and nimble fingers liked to play games; these skills could be acquired by non-gamers who put in the time and effort to learn how to play.

Zimmerman argues that what makes playing Arcadia possible is the degree to which each of the minigames builds on conventions. We take one look at these games and we know what to do. Yet, the Rochester research suggests something else-that people over time simply become quicker at processing game information and can play more sophisticated games. In a new book, What Video Games Can Teach Us About Learning and Literacy, James Paul Gee argues that games are, in some senses, the ideal teaching machines. Gee suggests that educators can learn a great deal about how to sequence a curriculum from watching how game designers orient players to new challenges and how they organize the flow of activities so that players acquire the skills they need just in time for the next task; the goal is for players to find each level challenging but not overwhelming. Games teach us, Gee argues, without us even realizing that any education is taking place.

All of this research points in the same direction. Leaving aside questions of content, video games are good for kids-within limits-because game play helps them to adapt to the demands of the new information environment. Surgeons are already using video games to refine their hand-eye coordination for the ever more exacting demands of contemporary procedures. The military uses games to rehearse the complexity of coordinating group actions in an environment where participants cannot see each other. And all of us can use games to learn how to function in the era of continuous partial attention.

These multitasking skills will be most developed in those who have had access to games from an early age. Our sons and daughters will be the natives of the new media environment; others will be immigrants. Educators have long talked about a hidden curriculum, things kids absorb outside of formal education that shape their thoughts, tastes, and skills and that enable some groups to advance more quickly than others. The same pattern is developing around new media technologies-those who grow up with them as part of their recreational life relate to them differently than those who only encounter them later at school or work.

While the skills derived from playing video games expand human creative capacity and broaden access to knowledge, they should not come at the expense of older forms of literacy. The challenge is to produce children who have a balanced perspective-who know what each medium does best and what kind of content is most appropriate in each, who can multitask but can also contemplate, who play games but also read books.